在叙事干预中嵌入的词汇指令:一项重复获取设计研究,其中第一年级学生面临基于语言的阅读困难的风险
Trina D Spencer1, Megan S Kirby1, Douglas B Petersen2
1University of South Florida, Tampa.
American journal of speech-language pathology
|October 23, 2023
概括
叙事干预有效地改善了第一年级的语言阅读困难的学生的词汇获取和保留. 这种方法支持有风险的学生立即和随着时间的推移学习新词.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 发展心理学 发展心理学
背景情况:
- 面临语言相关阅读困难风险的第一年级学生经常在获得词汇方面扎.
- 有效的词汇指导对于发展阅读理解能力至关重要.
研究的目的:
- 检查嵌入词汇指令在叙事干预中的影响.
- 评估目标词的即时和保留的定义知识.
- 为了评估这种方法,第一年级的学生面临阅读困难的风险.
主要方法:
- 使用重复采集设计,对11名治疗和3名对照学生进行了测试.
- 治疗学生每周接受30分钟小组干预,每周4天,持续12周.
- 干预包括故事重述和个人故事生成,强调目标词汇.
主要成果:
- 从治疗前到治疗后,所有治疗参与者的词汇定义知识都得到了持续的改善.
- 在对照组中没有发现类似的改善.
- 在第13周,词汇保留得到证实,附加统计数据显示了很大的干预效应.
结论:
- 在叙事干预中整合的词汇指令显著提高了词的获取和保留.
- 这种方法对被确定为面临基于语言的阅读挑战风险的学生是有益的.
- 这些发现支持使用基于叙事的方法在早期识字过程中发展词汇.
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